Written 4 - My reflection and comparative design of a STEM lesson with correlative rubrics.

(Flying Planes).
Instructor: Dr. Sonja Lopez Arnak.
Student - ANON (Darren Ashford).
Masters of Education (M.Ed.) in advanced teaching.
EDUC- 5272-01- Advanced Practices - ELEM - STEM- AY2023- T1.
Date: 26th September 2022.

Select a STEM activity for elementary or middle school students from one of these sites:

● Playdough to Plato: https://www.playdoughtoplato.com/stem-activities-for-kids/

● Buggy and Buddy: https://buggyandbuddy.com/stem-challenges/

Use the activity that you selected to complete the following:

● Create the learning goals (standards, objectives) for the activity. Goals should clearly and
succinctly identify the knowledge and skills to be learned.
○ For assistance in writing learning goals (objectives) review the document, Writing Clear
Learning Objectives.
● Describe the learning activity completely.
● Design a grading rubric for the activity. Your rubric should:
○ Have at least three criteria.
○ The criteria must be observable and measurable.
○ Criteria must be well-aligned to the learning goals.
○ Performance levels must be well-differentiated and written in student-level language

In effect the STEM activity: Retrieved. 24th September 2022. From.

https://kidsactivitiesblog.com/77853/stem-paper-airplane-challenge - How to make a paper airplane,
(Multiple designs and locations). As such the folded airplane, is a STEM activity, that will allow the
learner to demonstrate STEM aspects of creative design, aeronautic design, artistry, and creativity through
decorations and concepts of applied mathematics and physics too. Maths and physics are abstract STEM
subjects to teach, as are the principles of dynamic thrust and lift. Inclusive to the STEM activity below
these topics can be consolidated upon and dove into in a “deeper manner”, and the theoretical aspects and
equations of the lift coefficient ( CL = L/qS, where L is the lift force, S the area of the wing and q =
(pU2/2) is the dynamic pressure with r the air density and U the airspeed.), (www.princeton.edu/, 1991),
general thrust, dynamics of lift and the correlation between lift flying maneuverability and flight design
can be illustrated perfectly without the need for an expensive STEM inspired wind tunnel (aerodynamics
testing unit, as used by Boeing and also NASA in testing prototype designs).

As such the STEM Paper Airplane Challenge, which is also available as an alternative to the Easy Paper
Airplane, is a fantastic methodology that gets learners excited and organically includes all learners in the
process of creating and their associated flying paper aircraft. There are no restrictions on the age of the
learners and those learners who may participate, and it can be done in as little as one hour with the
highly effective learning objective, goals, and outcomes in a transdisciplinary approach. (Rachel, 2021).

Flying Plane Learning Goals.

Students will be seeking qualifications in various STEM fields and have a variety of learning objectives,
including learning motivations, problem-solving, and discussions to act on. (Connolly, 2018). At the end
of constructing and after building, the flying paper planes and associated components of this activity the
learners will be able to under the following learning goals:

The respective learning goals are listed below:

1. Identify and solve the associated problems in the inclusive nature and activities of science,
technology, engineering, and mathematics, whilst reinforcing their STEM cognition, and being able to
produce knowledge, as well as the respective ideas around design aspects of flight and flight thrust in
flight design. (Learning about and demonstrating the principles of Aerodynamics).

2. Recognize the correct learning processes as much as possible when confronted with a problem that
they must solve and be capable of finding a solution for, and building into the real world.

3. Develop an airplane paper craft that may subsequently fly in a specified location to help them have
a better understanding of the need for accuracy in their own activities and how we can better determine
flight through better principles of STEM design. As the such, design is a critical path in the overall
production of a given STEM product and has a major influence and overall implications.

4. Practice and finish the target distance of the airplane in a timely manner and aim for the finished
plane to reach a specified target, in a set time, at a set distance. In this way, we can also teach the
measurement of distance, and time (velocity) and how these implications play out within STEM
learning too.

5. Measuring aspects of thrust and velocity and recording the outcomes of the plane’s travel ( in
distance, meters, or centimeters) when variables like wind, wind thrust, and the like are present, will
have a major impact on how the challenge is solved, and consolidation of learning within STEM design.

STEM Learning Activity

Beyond being entertaining, the paper aircraft game is an excellent and very hands-on ( constructivist,
student-centric) way to teach children about the associated STEM disciplines (particularly related to
design, flight, aerodynamics, and physics) whilst also extending; expanding their imagination and
supporting them in making the new and relevant connections via problem-solving abilities and hands-on
construction accordingly.

Paper Airplane Challenge for Students in STEM ( with cargo)

In elementary school classes, a variant of this strategy could be employed and implemented. It is
necessary to complete the exercise by designing a paper aircraft that can transport supplies and soar over
a distance of 2 meters. The cargo within this given situation consists of numerous pennies (coins).

It would be decided that the champion of the given activity is the child who can fly the most coins over
the largest measured distance. In this situation, the aspects of STEM design, weight distribution, lift, and
pitch ( and through an effective nose cone design in place on the plane, would need to be considered.
This would happen within the design aspects of the plane, in order to achieve fight at the maximum
required(distance).
Provisions and additional materials that would be necessary for the construction of the paper aircraft
challenge would include more of the various numbers and types of coins, a doorway (target), adhesives,
manilla paper files, paper clips, stapler, staples, and liquid paper (and or adhesive double backed tape).

The most efficient strategy to solve the challenge

Challenge should have a definite result in mind

1. The first obstacle to overcome is one of flight precision. This would best be demonstrated
with its capacity to climb through a certain location, so in that respect, the aircraft must
demonstrate its capacity to rise up and fly through that site. ( and over a target).

2. A distinctive goal to fly at least 2 meters, plus from within the entryway should be made early
on. This would then ideally be used as an aim within this project, and the area would be marked
with the required adhesive tape to indicate where the line should be drawn and where relevant
starting and endpoints would exist.

3. A stretch of adhesive should be placed across the entryway until it is about 1/4 of the way
down from its tallest point on the doorway. We could indicate the zone with colored markers or
with liquid paper stuck on paper on the doorway.

4. Preventative measures could be taken by certain learners, who will launch their paper
airplanes into the air and try to fly them over the indicated tape and over or through the targeted
zone. We could ensure a barrier or plastic wrap around the wall to catch all those errant planes
that fly off course.

5. The winner of the competition is determined by the learner who flies the most accurately
whilst also flying the heaviest airplane with the most cargo, accurately to achieve all the
above-required goals.

Putting skills to the test over long distances - required excellent design.

Completing a long-distance task presents still another obstacle, as well. For this challenge,
the learner must show competency in undertaking the following:
1. Make a mark on the floor using tape to indicate where you want to start. What is considered the
validated parts of the "in boundaries" and what is based on the surrounding environment within terms of
design?

2. Everyone would start off with equal weight distributed across their aircraft, and they would all then
take turns tossing the planes at the longest distance possible and practical.

3. When multiple rounds of the game have been played, make a note of the aircraft's landing places and
the various spread between where the aircraft had landed. Also, take note of how the places landed
whether it was cone first like a ditched landing, or more of a soft glided landing too.

4. Those learners who could toss the aircraft the furthest distance would be declared the winner of the
challenge and would have proven that they were capable of solving several issues and building STEM
solutions appropriately, to achieve the learning goals/outcomes.

STEM Rubric design

An evaluative rubric has been created on the basis of the STEM learning
activity mentioned above and has been best utilized to determine how the
learners participated in the activity. As such a rubric is an evaluation tool
that has three distinguishing features: evaluative criteria, quality definitions,
and a scoring strategy (Popham, 2000). In looking at our rubric we aim to
achieve the following goals, it would be a scoring guide used to evaluate
performance, a product, or a project. It essentially would have three parts:
1) performance criteria; 2) rating scale; and 3) indicators. (University of
Texas Austin, 2017. Retrieved from.
https://ctl.utexas.edu/sites/default/files/build-rubric.pdf)
 Learning Goals and Objective in the Flying Planes Rubric.

Criteria for Exceeding Meets Approaching Below

Sco
scoring expectations
expectations expectations expectations re
rubric

Performance 4 3 2 1
level for the
scoring rubric.

Student The student The There is

There is no
carries out gathers and educator limited
data
research and records information
gathered informatio
keeps a record information gathered
and n collected
of the findings that goes past stated and recorded,
recorded on the
that correlate defined essentials some of
the most subject as
with the – links to subject that is
yet.
observation and matter accurately. relevant
relevant to
defined data
the subject
measurable -Correlates with related to More
goals. specific data and the subject. testing and
measured results. Record also
Was able to show
data and prototype
this qualitatively
shows or flying
and quantitatively
some are
too.
required to
ability for
collect
correlation
more data.
of evidence
expected
results as
per the
plane
design.
Exceptional amounts of The students were A variety of There is a variety of A variety of The student
data recorded and able to achieve the interesting data interesting data interesting data was unable

collected. Was able to following variety was collected collected and were collected to get all
of interesting data, and observed. observations made. and observed. data and
indicate expected results,
which was Thereby students The student's general Most of the was poorly
backed by data that
collected and generally weren’t attempts to make students were able to
matched the effectiveness
observed. ability to able to make changes to the design. generally collect all
plane’ wing cone and the make enough Overall some unable to necessary
fuselage and design. modifications. modifications to incorrect observations collect all the data points
There was an effort change the flight were made on some necessary data to make
was made to path somewhat. incorrect decisions on points in order informed
modify designs, There is some a re-design. Needed to make an evaluative
from observational improvements to brainstorm more in informed decisions
data. made-in-the-flight order to understand evaluative with
path, but recorded the concepts behind decision. With regards to
evidence was the weight regards to the the learning
needed. distribution of the learning outcomes
coins on the plane. outcomes and and
Was able to fly objectives. objectives.
established and fly Keeps on Keep on
50% of the specified looking to observing
length. Good effort. observe more more to
to make up for improve
missed data. applied
learning.
Exceptional amounts of
data were recorded and
collected. Was able to
indicate expected results,
backed by data that
matches with effective
plane’ wing cone and
fuselage and design.
Effective of design
The learner was an able The student

and competent observer wasn’t

competent
who made adjustments to
that are not enough and
their design and recorded
able to
evidence proficiently. Was
connect to
able to correlate this with
other
specific global outcomes /
learning
and learning goals
events
which
The learner was a The student was The student was The student
helped
fairly competent fairly competent moderately competent was fairly
connect
observer who enough and able enough and able to competent
data to the
to connect to connect to other enough and
made relevant
learning events learning events which able to connect
adjustments to designs ( in
which helped helped connect data to other
their design and the paper
connect data to to the relevant learning events
recorded plane), and
the relevant designs ( in the paper which helped to
evaluated
evidence designs ( in the plane), and evaluated connect the
the
proficiently. Was paper plane), and the student’s data observed
student’s
able to correlate evaluated the adjustments to the and
adjustments
this with specific student’s plane designs. modifications
to the plane
global outcomes / adjustments to the made to the
designs.
and learning goals plane designs. plan design.
Needed more
effort in
recording and
observations The student
and be able to wasn’t
show how competent
observation enough and
influence able to
effective design connect to
other
The student was fairly competent
learning
competent enough enough and able
events
and able to connect to connect to
which
to other learning other learning
helped
events which events which
connect
helped connect helped connect
 data to the relevant data to the data to the
designs ( in the relevant designs ( relevant
paper plane), and in the paper designs ( in
evaluated the plane), and the paper
student’s evaluated the plane), and
adjustments to the student evaluated
plane designs. adjustments to the student’s
plane designs. adjustments
to the plane
The student was The student was The student
designs.
competent moderately competent was fairly

enough and able enough and able to competent

to connect to connect to other enough and

other learning learning events which able to

events which helped connect data connect to

helped connect to the relevant other

data to the designs ( in the paper learning

relevant designs ( plane), and evaluated events which

in the paper the student’s helped

plane), and adjustments to the connect data

evaluated the plane designs. to the

student’s relevant

adjustments to the designs ( in

plane designs. the paper

plane), and
evaluated the
student’s
adjustments
to the plane
designs.

Students Student Student Does not

accomplish executes accomplish carry
the allocated ed
obligation to
The students were able the fullest
to complete the extent.
task at hand almost all of s very little out any

the given of the job's obligations of

Obligations obligations the Job

and records
the necessary
information
accordingly.

The activities and reliability of the paper Aircraft

To be successful, In addition to the display Despite its A really

one must put being clean was orderly tidy disjointed and

out effort as well and organized appearance, haphazardly

as be creative. well-structured the put together

, the presentation presentation

presentation lacked

also displayed cohesiveness

and an s.
abundance

of originality.

Taking off and a distance of at from around From From around 0

landing distance least twenty 10 to about around 5 to about 4 feet

feet 19 feet about 9 feet distance

distance distance

Flight measuring precise and Measurement There are no

measurement and documented s are reliable or

recording

data measurements sometimes documented

precisely

are frequent exact and measuremen

t

documented. s.

Summary
The effective identification of learning goals and objectives helps to ensure the most effective design of rubrics and
assessments to ensure the best learning goals and objectives within and correlated with the student’s needs. As such
the identification of and solving of any of the associated problems that occur with the inclusive nature and activities
of science, technology, engineering, and mathematics, whilst reinforcing their STEM cognition, is of vital
importance. It is also essential in the production of knowledge, including the respective ideas around design aspects
of flight and flight thrust in flight design. In ensuring that the student is utilizing their multi-intelligence for the
best-integrated STEM goals with constructivism, can ensure the “best” STEM learning experience for students.

References

Ayar, C.M, & Connolly, J.M (2014, 2018). Stem Related After-school program activities and associated
outcomes of student learning. Retrieved.From.
https://www.researchgate.net/publication/265503786_STEM_Related_After-School_Program_Activities
_and_Associated_Outcomes_on_Student_Learning

Brualdi, A. (2000, February). Implementing performance assessment in the classroom. Classroom

Leadership, 3 (5).
http://www1.ascd.org/publications/classroom-leadership/feb2000/Implementing-Performance-Assessment
-in-the-Classroom.aspx

Darling-Hammond, L. (2014). Next generation assessment: Moving beyond the bubble test to support
21st-century learning. Jossey-Bass. Retrieved from eBook Central (accessed through LIRN

Kids Activities. com(2022). How to make a paper airplane. Multiple designs and instructions. Retrieved
24th September 2022 From. https://kidsactivitiesblog.com/77853/stem-paper-airplane-challenge -

Princeton University (1991). Flight Mechanics and equations ., Retrieved from.

https://www.princeton.edu/~maelabs/hpt/mechanics/mecha_62.htm

Rachel, (2021) Disseminating STEM teaching practices。 Retrieved 24th September 2022. From.
.https://www.researchgate.net/publication/242530990_Disseminating_STEM_Teaching_Practices_The_R
ol

University of Texas at Austin (2017) Faculty Innovation Centre. Retrieved 24th September., 2022. From.
https://ctl.utexas.edu/sites/default/files/build-rubric.pdf